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Alice Carter



Alice Carter is a Professor and Director of the Graduate Program in Clinical Psychology in the Psychology Department at the University of Massachusetts Boston, an Associate Research Scientist at the Yale Child Study Center, and a Research Associate in the Boston University Medical School Department of Anatomy and Neurobiology. Dr. Carter majored in Human Development and Family Studies at Cornell University, where she received her B.S.  She received her Ph.D. in Clinical Psychology at the University of Houston and completed her pre-doctoral clinical internship and a post-doctoral fellowship at the Yale Child Study Center.  Prior to joining the faculty at the University of Massachusetts Boston she was an Associate Professor in the Psychology Department at Yale University.  Her primary area of research is infant, toddler, and preschool psychopathology, with an emphasis on early detection, characterization, and amelioration of social-emotional problems and delays in competence, including autism spectrum and anxiety disorders.

Research or other Professional Activities

Trained as a Clinical Psychologist, Dr. Carter's work focuses on young children's development in the context of family relationships, with an emphasis on the early identification of psychopathology and neuro-developmental disorders and contextual factors that place children at risk for difficulties in social and emotional development.  Dr. Carter is an author or co-author of over 130 articles and chapters. She is also the co-author of the (soon to be updated) Handbook of Infant, Toddler, and Preschool Mental Health Assessment with Rebecca Del Carmen, Ph.D., as well as the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) with Margaret Briggs-Gowan, Ph.D.  Her primary research interests include: 1) early identification and evaluation of infants, toddlers, and preschoolers experiencing and/or at risk for later psychopathology; 2) improving early identification, evaluation, and treatment of infants and toddlers with autism spectrum disorders (ASD); 3)  evaluating interventions that reduce early onset psychopathology and parenting stress and enhance child competencies and parenting efficacy; and 4) understanding reciprocal relations between developmental trajectories for children and family functioning.  She is very grateful for the support that she has received from the National Institutes of Mental Health to conduct an epidemiological, longitudinal study of early emerging psychopathology from infancy through the transition to formal schooling and from Autism Speaks to conduct a randomized controlled trial of a parent-mediated intervention for toddlers with ASD. Dr. Carter is actively involved in teaching and mentoring both doctoral students in clinical psychology and undergraduate psychology majors at the University of Massachusetts Boston.  She is currently collaborating with or consulting to colleagues in Chicago, San Diego, Finland and the Netherlands.  She has also conducted trainings on assessment of infant mental health and early detection of autism spectrum disorders nationally and internationally.

Representative publications

Martínez-Pedraza F. & Carter, A.S. (2009). Autism spectrum disorders in young children. Child and Adolescent Psychiatric Clinics of North America, 18(3), 645-663.

Carter, A.S., Wagmiller, R.J., Gray, S. A. O., McCarthy, K.J., Horwitz, S.M., & Briggs-Gowan, M.J., (2010). Prevalence of DSM-IV Disorder in a Representative Healthy Birth Cohort at School Entry: Sociodemographic Risks and Social Adaptation. Journal of the American Academy of Child and Adolescent Psychiatry, 49(7), 686-98.

Mian, N, Wainwright, L., Briggs-Gowan, M.J., & Carter, A.S. (in press). An ecological risk model for early childhood anxiety: The importance of early child symptoms and temperament. Journal of Abnormal Child Psychology.

Carter, A.S., Messinger, D.S., Stone, W.L., Celimni, S., Nahmias, A.S., & Yoder, P. (In press). A Randomized Control Trial of Hanen's "More Than Words" in Toddlers With Early Autism. Journal of Child Psychology and Psychiatry.

Kaldy, Z., Kraper, C., Carter, A.S., & Blaser, E. (In press). Toddlers with Autism Spectrum Disorder are more successful at visual search than typically developing toddlers. Developmental Science.